Pediatric Learning Difficulties
Independent neuropsychological evaluation for children and adolescents whose learning profiles are not yet fully understood — and whose potential has not yet been fully supported.
What We Evaluate ↓When a Child Is Working Hard and Still Struggling
Learning difficulties are not a reflection of effort or intelligence. Many children who struggle academically are working harder than their peers — and the gap between their effort and their results is itself a signal that something in the learning profile needs to be understood, not simply addressed with more practice or more time.
A neuropsychological evaluation identifies the specific cognitive and academic factors underlying a child's difficulties — whether in reading, mathematics, written expression, language processing, memory, or attention — and produces a clear, actionable picture of how that child learns and what they need.
Areas of Evaluation
Evaluation scope is tailored to each child's presentation.
- Reading — decoding, fluency, and comprehension
- Written expression — mechanics, organization, and composition
- Mathematics — calculation, reasoning, and numerical fluency
- Language processing and verbal reasoning
- Memory — working memory, short-term, and long-term recall
- Processing speed and attention
- Executive functioning — planning, organization, cognitive flexibility
- Intellectual and cognitive functioning
- Emotional and behavioral factors affecting learning
Co-occurring difficulties — such as attention problems or anxiety — are identified and addressed within the evaluation when present.
School Evaluations and Independent Clinical Evaluations Are Not the Same Thing
School-based evaluations determine eligibility for special education services under federal law — they answer whether a child qualifies for support, not what is actually happening neurologically. They are conducted by the school district and are governed by eligibility criteria, not diagnostic standards.
School Evaluation
– Determines eligibility for services
– Conducted by school psychologist
– Governed by IDEA eligibility criteria
– Does not produce a clinical diagnosis
– May not assess all areas relevant to the child
– Not sufficient documentation for standardized testing accommodations (SAT, ACT) or college disability services
Independent Clinical Evaluation
– Produces a formal clinical diagnosis
– Conducted by licensed neuropsychologist
– Tailored to the child's specific presentation
– Documents the full cognitive and academic profile
– Provides specific, usable intervention recommendations
– Accepted documentation for IEP, 504, standardized testing accommodations, and college disability services
Families may need both. An independent evaluation can be provided to the school district to inform IEP or 504 planning.
Streamlined, Tailored, and Clinically Precise
The evaluation is calibrated to what each child actually needs. Where prior school or clinical testing is available, it is reviewed and incorporated — components are not duplicated without clinical reason. The goal is not more testing. The goal is an answer and a path forward.
✦ Many children referred for learning evaluations have already been through school testing and prior assessments. Dr. Sharpe-Taylor's evaluation is intentionally streamlined — gathering what is clinically necessary without repeating what has already been established. When a comprehensive assessment is clinically indicated, it consists of the full battery listed below.
When a Comprehensive Assessment Is Indicated
A comprehensive assessment consists of:
- Intellectual and cognitive functioning
- Academic achievement — reading, mathematics, written expression
- Memory and learning across modalities
- Attention, processing speed, and executive functioning
- Language and visuospatial abilities
- Emotional and behavioral functioning
- Adaptive functioning and daily living skills
- Review of prior records, school reports, and collateral information
Scope is determined by the child's presentation and history. Where prior testing is recent and valid, it is incorporated rather than repeated.
A Report That Works — In Every Setting Where Your Child Needs Support
The written report documents findings, diagnosis, and specific recommendations — and is designed to be used.
School IEP & 504 Planning
The evaluation report is accepted by school districts to inform IEP development, 504 plan eligibility, and special education service decisions. Specific instructional and accommodation recommendations are included.
Standardized Testing Accommodations
Documentation from a licensed neuropsychologist meets the requirements of the College Board and ACT for extended time and other testing accommodations on the SAT, ACT, AP exams, and other standardized assessments.
College Disability Services
College and university disability services offices require current, comprehensive documentation from a qualified professional. The report produced by this evaluation meets those standards and is written to be used at the post-secondary level.
Clinical Treatment Planning
Where co-occurring difficulties are identified — including anxiety, ADHD, or processing disorders — the report includes recommendations for appropriate clinical intervention and referral.
Working With LST Psychological Services
Families who arrive here have usually waited long enough. The process is designed to move efficiently toward an answer.
Initial Call
A brief phone call to discuss your child's situation, prior history, and whether an evaluation is appropriate.
Intake & Records Review
Families complete intake materials. Prior school reports, evaluations, and relevant records are reviewed before testing begins.
The Evaluation
Testing takes place across one or more appointments, depending on scope. Both efficiency and accuracy are priorities.
Report & Review
A written report is provided with findings, diagnosis, and specific recommendations. Results are reviewed directly with the family.
Initial Call
A brief phone call to discuss your child's situation, prior history, and whether an evaluation is appropriate.
Intake & Records Review
Families complete intake materials. Prior school reports, evaluations, and relevant records are reviewed before testing begins.
The Evaluation
Testing takes place across one or more appointments, depending on scope. Both efficiency and accuracy are priorities.
Report & Review
A written report is provided with findings, diagnosis, and specific recommendations. Results are reviewed directly with the family.
The First Step Is a Conversation
If your child is struggling academically — whether or not there has been prior testing or a prior diagnosis — a phone call is the right starting point. No referral is required. The evaluation is the beginning of forward movement for your family.
📍 301 South Bemiston, Suite 800, Clayton, Missouri 63105
✉ lst@lstpsychologicalservices.com
🕐 By Appointment
LST Psychological Services accepts referrals for pediatric learning evaluations from families, pediatricians, school psychologists, and educational consultants.